Interactive Classrooms w/ Student Response Systems · System (SRS) So in response I suggested the purchase of student response systems that would automate the process to a great degree

Interactive Classrooms w/ Student Response

Systems

Tom NortonUniversity of Hawaii, Manoa

Currently a Masters candidate – Educational Technology

5 years Technology Coordinator –Lahaina Intermediate School5 years Math TeacherQualifications/Ramifications

Introduction

Presenter

Presentation Notes

My name is Tom Norton. I am currently completing a Masters degree in Ed. Tech. I am going to talk to you tonight a journey that began five years and nearing an end Five years ago I accepted the position of technology coordinator at Lahaina Intermediate School where I had been teaching as a certified math instructor for the previous five years. Most Hawaii public schools have a technology coordinator but there is no clear job definition and the skills vary wildly for people holding the position. My qualifications primarily amounted to the fact that I used a computer and that I said yes when the principal asked

Old Quarterly Assessment data

Background

Presenter

Presentation Notes

The project that is the focus of this presentation came about as a response to a need that I identified as part of my job as the technology coordinator. The Hawaii DOE has created a set of standards for each grade level and assigned certain standards to each quarter of instruction. They also require that each school perform an assessment at the end of every quarter except the one preceding the state’s yearly assessment. In order to make use of the data our school developed spreadsheets that would allow teachers to perform line item analysis on the question but each answer, for each student had to be entered into the spreadsheet. This was a lot of work and the teachers grumbled.

Background

Turning PointStudent Response System (SRS)

Presenter

Presentation Notes

So in response I suggested the purchase of student response systems that would automate the process to a great degree. – and as a result we purchased six classroom sets from Turning Technologies.

ETS data management system.

Background

Presenter

Presentation Notes

There was only one problem – the very next year our school formally went in restructuring because of NCLB Our principal chose to use the services of ETS – the organization in charge of Praxis tests among other things. Well ETS had their own quarterly assessment and a scanning process for gathering the data that made the Turning Point systems we purchased superfluous.

Student Response Systems (SRS)

Presenter

Presentation Notes

So two years ago when I had to pick a topic to consider for a project and begin doing a lit review on I chose to do it on student response systems. <How many people are familiar with student response systems?> <How many people have used them as a student or participant in a class/presentation> <How many people have used them a teacher or instructor?> ---Comment on the results----

SRS in the Classroom

Students -Like immediate feedbackLike anonymity of responseLike comparing answer to others in class

Presenter

Presentation Notes

I concentrated my early lit review on how these systems were already being used in classrooms. I found that they have been used for some time now – one paper talked about a system used in the early 70’s but that until recently they were used mostly in college or professional training environments. Students like the anonymity of response, liked seeing how their answer compared to the other students, and generally felt classes were more engaging when the systems were used. Teachers liked the immediate feedback – it allowed them to make informed decisions about whether to continue or spend more time on the current topic and it allowed them to do a variety of chores like taking attendance and administering tests. As a result of my reading I felt there was a valuable use for the Turning Point systems even if it wasn’t the original intended use.

SRS in the Classroom

Students -Like immediate feedbackLike anonymity of responseLike comparing answer to others in class

Teachers –Like immediate feedbackLike flexibility of devices

Presenter

Presentation Notes

I concentrated my early lit review on how these systems were already being used in classrooms. I found that they have been used for some time now – one paper talked about a system used in the early 70’s but that until recently they were used mostly in college or professional training environments. Students like the anonymity of response, liked seeing how their answer compared to the other students, and generally felt classes were more engaging when the systems were used. Teachers liked the immediate feedback – it allowed them to make informed decisions about whether to continue or spend more time on the current topic and it allowed them to do a variety of chores like taking attendance and administering tests. As a result of my reading I felt there was a valuable use for the Turning Point systems even if it wasn’t the original intended use.

Student Response Systems (SRS)

Have you used SRS either as astudent/participant

or a

teacher/presenterin a class or presentation?

SRS/Turning Point components

Presenter

Presentation Notes

For the benefit of those you are not familiar with a student or audience response system the most common example cited is in the TV show “Who Wants to Be a Millionaire” when the contestant asks for help from the audience and they poll the audience. At a basic level you have a bunch of transmitters (I use the term clickers), a single receiver and a way to display the results. The Turning Point system has a USB receiver that plugs into the teacher’s computer, a class set of clickers for students, and software that works as a plug-in extra with MS PowerPoint and Word. The teacher uses either a projector and screen or a TV set to display the questions and the results.

Turning Point Workshop

Presenter

Presentation Notes

While four of my ed tech cohort managed to complete the program in two years, in the interest of my sanity I chose to take an extra year to complete the program. I performed one activity during that year that utilized the information I collected in my lit review. I developed a presentation for my coworkers the purpose of which was to generate an interest in using the clickers in their classrooms. My plan was to pique their interest and then follow up with a training program I would develop for my Master’s project. I had five people show up afterschool one day for the presentation and by the end all had at least some interest in learning more about how to use the system. Three of those five people who attended the training session did not return to my school this year. This highlighted for me a need to create the training that could be done without a presenter who would have to repeat the training for a succession of teachers.

Instructional Design Project

The purpose

of this study is to measure the effectiveness

of an instructional module

designed to help teachers implement interactive lessons

into classrooms utilizing

a Student Response System from Turning Technologies.“The Systematic Design of Instruction”

–

Dick,

Carey, & Carey

Presenter

Presentation Notes

You’ve heard an extended introduction but my goal was to present a picture of how I got to this topic and doing it this way. The primary focus of my project was to design instruction that would help teachers to integrate the Turning Point system into their classroom instruction. I utilized a system of approaching Instructional Design developed by Walter Dick and Lou &James Carey. I made an early decision that the delivery of the content would be online. This would address the need to have the instruction available over a period of time And would allow me to utilize what I had learned in previous courses about multimedia design and online instruction.

Methodology: Performance ObjectivesTeachers who have completed the training

should be able to:1.

convert a regular lecture-type lesson

Presenter

Presentation Notes

I identified five performance objectives as I performed a content analysis on the subject. They were: Teachers who have completed the training should be able to convert a regular lecture-type lesson into an interactive lesson incorporating suggested best use practices for working with SRS.




2.

create a presentation

Presenter

Presentation Notes

create a presentation that has four – five interactive elements correctly embedded into the presentation.




2.

create a presentation 3.

create a participant list

Presenter

Presentation Notes

create a participant list that correctly pairs students with response systems transmitters




2.

create a presentation 3.


4.

initialize and use hardware components

Presenter

Presentation Notes

initialize and use the student response system hardware components for an entire class period.




2.

create a presentation3.


4.

initialize and use hardware components

5.

save the response data and create a report.

Presenter

Presentation Notes

save the response data from a presentation and create a Results by Question report.

Methodology: Development

Create Ten Discrete Elements

Presenter

Presentation Notes

While I used a variety of software applications as utilities to help me create the content and make it accessible online (sound recorder, Fireworks, Dreamweaver) I relied on Flash to create the best use module, and DemoCreator to make the videos that demonstrated the use of the Turning Point/PowerPoint software. Flash allowed me to create a module that users could navigate at their own pace and with some choice in how the went through the material. DemoCreator is a screen motion capture software that records what is happening on screen as well as allowing for voice overs and additional editing of features. I was strongly guided by the work of Mayer & Moreno for maximizing the efficacy of the multimedia instruction.


Create Ten Discrete ElementsOnline Delivery of Instruction

–

Best Fit for Teachers–

Anytime/anywhere delivery

Presenter

Presentation Notes



Create Ten Discrete ElementsOnline Delivery of Instruction

–

Best Fit for Teachers–

Anytime/anywhere delivery

Utilized Learning from previous Instruction–

Online Instruction

–

Multimedia Instruction

Presenter

Presentation Notes




Online Instructional Site

Presenter

Presentation Notes

The training site was released for use in early February of this year. In addition to asking all of the teachers at my school to participate I sent informal an invitation on a listserv to the state’s technology coordinators. While two other schools showed some interest in participating I ultimately only had six people provide feedback on the site. The feedback came in the form of a pre-test and post-test of the best use materials and a survey probing the efficacy of the training materials for the users.

Results: Data Collection

Instruments–

Pre-test & Post-Test for Best Use Module

–

Post-Instruction Survey

Presenter

Presentation Notes

The feedback came in the form of a pre-test and post-test of the best use materials and a survey probing the efficacy of the training materials for the users. Of the six people, only two completed all three forms with four completing the pre-test post-test forms and four completing the post-instruction survey.

Results: Data CollectionInstruments–

Pre-test & Post-Test for Best Use Module

–

Post-Instruction SurveyParticipants (6 total)–

Four completed Pre-Test & Post-Test

–

Four completed Post-Instruction Survey–

Two completed all three instruments

Presenter

Presentation Notes

The feedback came in the form of a pre-test and post-test of the best use materials and a survey probing the efficacy of the training materials for the users. Of the six people, only two completed all three forms with four completing the pre-test post-test forms and four completing the post-instruction survey.

Results: Pre-

& Post-Test

Tested Best Use ModuleCorrect answers rose from 50% to 80%Range of improvement on correct answers

•

Least -

Zero •

Most -

Three

Presenter

Presentation Notes

The test results from the Best Use module were strictly quantitative. The average percent of correct answers for people taking both tests improved from 50% to 80% correct. The range of improvement for individual test takers went from zero additional correct answers in one case to three additional correct answers in the most extreme case.

Results: Post-Instruction Survey

Element Title Very Somewhat Not At All Did not Watch

Best Use Practices 4 0 0 0

Creating a Basic Slide 4 0 0 0

Setting a Correct Answer 3 1 0 0

Inserting a Timer 3 1 0 0

Creating an Import File 4 0 0 0

Creating Participant List 2 2 0 0

Modifying & Deleting a Participant List

2 1 0 1

Running a Presentation 2 1 0 1

Using the TP Showbar 3 1 0 0

Generating Reports in TP

3 1 0 0

Usefulness Ratings for Instructional Elements

Presenter

Presentation Notes

The post-instruction survey provided a blend of quantitative and qualitative data. Participants rated the helpfulness of each video on a three point Likert scale or noted that they had not watched the video


“Hearing and seeing exactly what to do makes all the difference for me. I could see where to go, hear it, and see the results.”“I like the way its broken into steps with exact steps to follow.”“Pretty much everything was new to me. I probably could have installed and used the clickers in my classroom without the training module. However, now that I have seen all the other functions I know I will be able to use them more effectively.”“Very well done! Voice very clear -

directions simple

and direct. The slow pacing will help me when I refer back for help!”

Presenter

Presentation Notes

One theme emerged when analyzing the data and was that participants believed the instruction was of value to them as they considered implementing SRS in the classroom. This view is based on the overall high Likert scale ratings given on the individual movies and participants comments: I think the third comment illustrates the key benefit of the training – while the teachers could have probably started using the materials on their own, seeing the videos would allow them to be more effective users.


“Hearing and seeing exactly what to do makes all the difference for me. I could see where to go, hear it, and see the results.”“I like the way its broken into steps with exact steps to follow.”“Pretty much everything was new to me. I probably could have installed and used the clickers in my classroom without the training module. However, now that I have seen all the other functions I know I will be able to use them more effectively.”“Very well done! Voice very clear -

directions simple

and direct. The slow pacing will help me when I refer back for help!”

Presenter

Presentation Notes

One theme emerged when analyzing the data and was that participants believed the instruction was of value to them as they considered implementing SRS in the classroom. This view is based on the overall high Likert scale ratings given on the individual movies and participants comments: I think the third comment illustrates the key benefit of the training – while the teachers could have probably started using the materials on their own, seeing the videos would allow them to be more effective users.

Reflection/Discussion

Online Instruction can help teachersFactors limiting extrapolation–

Limited number of participants

–

Quality of responses

Presenter

Presentation Notes

The time frame of this study made it difficult to fully answer the question posed about whether teachers can be helped to implement new technology into their classrooms despite the many demands on their time. The early answer appears to be yes based on the results from the study.

Reflection/DiscussionWhere to from here?–

Add features to existing module•

FAQ

•

Video of Clickers used in classroom–

Expand training to other Turning software

–

Create similar training for other programs•

Edline

school portal

•

Qomo

wireless tablets

Presenter

Presentation Notes

The instruction developed for this module addressed only one of the software tools available with the Turning Point system. There is software called Testing Point that is a plug-in for Microsoft Word and it allows the user to create interactive testing instruments. There is additional Turning Point software that allows a teacher to create questions for the class without the need of adding it to a PowerPoint slide. Similar instruction to the ones already created could be developed and added to the site to help teachers expand their use of the Turning Point system to these other software items as well.

Questions?

Documents

Interactive Classrooms w/ Student Response Systems · System (SRS) So in response I suggested the purchase of student response systems that would automate the process to a great degree